BOOKS

Educating Refugee-background Students: Critical Issues and Dynamic Contexts

This collection of empirical work by Shawna Shapiro, Raichle Farrelly and MaryJane Curry offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.

Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners

Helaine W. Marshall and Andrea DeCapua authored this book which examines how understanding secondary and adult L2 learners’ educational paradigms, rooted deeply in their past experiences and cultural orientations, provides a key to the solution to a lack of progress.

ESOL: A Critical Guide 

Melanie Cook and James Simpson (2008). provide a review of the distinctive pedagogic, social, and political contexts of teaching English to adult migrants in countries where English is the dominant language. The book includes reflective activities within each chapter, to enable readers to relate the content to their own contexts, be they teaching, training, management, inspection or policy. 

The Linguistic Integration of Adult Migrants: Some lessons from research/ L’intégration linguistique des migrants adultes: Les enseignements de la recherche

This volume provides a comprehensive report on a symposium organised by the Council of Europe (Strasbourg) in 2016 in the context of its human rights agenda. Its purpose was to explore some of the ways in which scientific evidence can inform the development and implementation of policy and practice designed to support the linguistic integration of adult migrants.

La présente publication rend compte d’un symposium organisé en 2016 par le Conseil de l’Europe, à Strasbourg, dans le cadre de ses programmes sur les droits de l’homme. L’objectif de ce symposium était d’explorer comment les apports de la recherche scientifique peuvent orienter l’élaboration et la mise en œuvre de politiques et de pratiques destinées à favoriser l’intégration linguistique des migrants adultes.

Preparing Adult English Learners to Read for College and the Workplace

Schaetzel, K., J. Kreeft Peyton & R. Fernández (2024), Preparing Adult English Learners to Read for College and the Workplace. University of Michigan Press

The ability to read effectively—to work with a text, understand its meaning, and talk and write about it with, and for, others—is a critical aspect of academic and workplace success. However, many adults who are learning English as a second or additional language do not have the skills needed to be successful and may drop out of college and university programs before they reach their goal. Bringing together a rich collection of topics and authors, this edited volume provides theory, research, and instructional approaches to help adult education ESL practitioners work effectively with adult learners and prepare them to be successful with reading in academic and workplace settings. 

In this volume included:
Chapter 6: Building literacy and reading in the digital age;
Jen Vanek, Director of Digital Learning & Research
World Education